Serving 26 students in grades 7-12, Carter School ranks in the bottom 50% of all schools in Massachusetts for overall test scores (math proficiency is bottom 50%, and reading proficiency is bottom 50%).
The percentage of students achieving proficiency in math is <50% (which is lower than the Massachusetts state average of 51%). The percentage of students achieving proficiency in reading/language arts is <50% (which is lower than the Massachusetts state average of 54%).
Minority enrollment is 89% of the student body (majority Black), which is higher than the Massachusetts state average of 46% (majority Hispanic and Black).
The diversity score of Carter School is 0.66, which is more than the diversity score at state average of 0.64. The school's diversity has stayed relatively flat over five school years.
What percent of students have achieved state testing proficiency in math and reading?
<50% of students have achieved math proficiency (compared to the 51% MA state average), while <50% of students have achieved reading proficiency (compared to the 54% MA state average).
What is the graduation rate of Carter School?
The graduation rate of Carter School is 50%, which is lower than the Massachusetts state average of 88%.
How many students attend Carter School?
26 students attend Carter School.
What is the racial composition of the student body?
50% of Carter School students are Black, 27% of students are Hispanic, 11% of students are White, 8% of students are Asian, and 4% of students are Hawaiian.
What grades does Carter School offer ?
Carter School offers enrollment in grades 7-12 (offers virtual instruction).
The article discusses a proposal in Washington D.C. to make college applications a requirement for high school graduation. It examines the potential benefits and drawbacks of such a policy, including its impact on graduation rates and college attendance. The piece also considers similar initiatives in other states and the debate surrounding this approach
This piece explores the controversial practice of offering monetary rewards to students for good grades. It examines studies conducted in various cities, discussing the effectiveness of such programs and the ethical concerns they raise. The article presents arguments from both supporters and critics of this approach to student motivation.
This article explores the fundamental principles of rubrics in education, focusing on their role as assessment tools. It breaks down the key components of rubrics, including criteria, performance levels, and descriptors. The piece also delves into the two main types of rubrics - holistic and analytic - providing authoritative definitions and explaining their unique applications in educational settings.
